Family-Work-School Conflicts, Self-Regulation, and Well-Being Among Transfer Students During the COVID-19 Pandemic

Abstract

Using multigroup structural equation modeling, this study examines whether family-work-school conflicts directly or indirectly predict transfer students’ well-being (via self-regulation) across the periods of pre-, during, and post-COVID-19 lockdown in the Chicago metropolitan area in Illinois, United States. The results indicate that family-school conflict predicted well-being regardless of lockdown status, but work-school conflict predicted well-being only during the lockdown period. This study also discusses the importance of cognitive regulation for transfer students’ transition in the middle of the pandemic.

Disclosure Statement

No potential conflict of interest was reported by the authors.